Youth suicide and youth crime including school violence are one of the biggest social problems facing Korean society today. In this context, life skill education through physical activity has paid attention to solve wider social problems including sch... Youth suicide and youth crime including school violence are one of the biggest social problems facing Korean society today. In this context, life skill education through physical activity has paid attention to solve wider social problems including school bullying and anti-social behaviour. Accordingly, life skill education is needed to develop necessary skills for youth to gain authentic skills for a successful life. The aims of this study are to investigate the elementary students’ acquisition mechanism of life skills in physical education. Adopting an ethnography research methods, this study took 9 participants, of whom 8 were the students (4 boys, 4 girls) and a teacher. The data were collected through field notes, teacher’s reflective journal entries, students’ journal, in-depth interviews and video records. The collected data were analyzed by an inductive method(Creswell, 2009). The key findings are as follows; firstly, the researcher re-organized and practiced the ‘2009 Revised National Curriculum for Elementary physical education’ for achieving life skills education to a set term of one year. Also, through this re-organization, students were able to achieve the National Curriculum goals and life skills at the same time. This goal was met by the 3 re-organization criteria. They are: 1) considering student’s interests and levels, 2) maintaining balance among diverse curriculum areas, 3) focusing on cooperation-oriented activities. In the class, the focus was specifically run with four practices; providing specific examples, opportunities of practices and allowing group activities and opportunities for reflections. Secondly, the life skills that students’ acquired were categorized into three dimensions; ‘rooting’- related to self-development, ‘mingling’- related with establishing relationships, and ‘fruiting’- related to solving problems. Lastly, there were five stages of the progression of students’ acquisition of life skills 1) Meeting: students recognizing life skills by explanation and demonstration, 2) Encountering: experiencing various situations when participating in activities and observation of others’ experiences, 3) Befriending: students modelling what they wish to acquire via teachers or friends by participating and practicing in intended activities, 4) Reflecting: students self-reflect upon their practiced life skills and receive feedback from teachers or friends, 5) Becoming one: continually and repeatedly apply life skills in P.E class and in life. This process was not one way process but could be a both-way process in terms of a range of factors including teacher factor (i.e., perspective toward the PE class and being a role model), student factor(i.e., the level of students’ sport skills, network, self motivation, and support), context factor(i.e., atmosphere of the class and type or characteristics of the sport) and interaction factor(e.g., interactions between each factors.) Building on these key findings, conclusions and suggestions of this study are as follows; firstly, for students to acquire skills teachers need to restruct the Korean National Curriculum and prepare intended and systemic P.E classes. We need to understand these processes and adjust factors efficiently for acquisition of life skills. Secondly, for building appropriate context affluently for students to practice life skills, providing sufficient opportunity for self-reflection for practice and acquisition of their life skills, we need to assure regular and stable time and place for life skill education. Thirdly, future research should focus on the life skill education for students with low sports skills, self-confidence, and motivation. Also research into the relation about influencing factors between acquired life skills and research on general mechanism for life skills incorporated into after school P.E classes and elite sport clubs are needed. ，韩语论文网站，韩语毕业论文 |
